Why Does the Gap Persist

By Paul E. Barton. 2004

139 citations recorded by the source corpus.

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Culturally responsive pedagogy for African American students: promising programs and practices for enhanced academic performance (2011, background): “We want to make a strong call for the inclusion of rigorous teaching as a vital component of culturally responsive teaching because rigorous instruction has been shown to improve student outcomes (Barton, 2004; National Center for Education Statistics, 2001), which is what culturally responsive peda”
Unlearning Deficit Ideology and the Scornful Gaze: Thoughts on Authenticating the Class Discourse in Education (2010, background): “Studies point to less rigorous curricula (Barton, 2004), fewer experienced teachers (Barton, 2004; Rank, 2004), higher student-to-teacher ratios (Barton, 2003), larger class sizes (Barton, 2003), and lower funding (Carey, 2005) in high-poverty schools than in their lowpoverty counterparts.”
The Myth of the "Culture of Poverty" (2008, background): “…are more likely to attend schools that have less funding (Carey, 2005); lower teacher salaries (Karoly, 2001); more limited computer and Internet access (Gorski, 2003); larger class sizes; higher student-to-teacher ratios; a less-rigorous curriculum; and fewer experienced teachers (Barton, 2004).”